衡量教师对促进课堂社交与情感学习(CSEL)因素的看法

Mayank Sharma, Anya Chakraborty, Nandini Chatterjee Singh
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引用次数: 0

摘要

教师是社会和情感学习(SEL)活动的主要实施者,因此,课堂上的社会和情感学习 (SEL)能否取得成功,取决于教师的认同。在 SEL 刚刚起步和兴起的情况下,这一点尤为重要。为了满足这一需求,我们开发了一个量表来测量教师对促进课堂社交和情感学习(CSEL)的因素的看法。印度是最近才开始关注 SEL 的国家,我们在印度对大量教师样本(N = 2097)进行了验证。因子分析显示,该量表由健康课堂管理、包容性课堂文化和支持性学生关系三个因子构成。该量表具有良好的心理测量特性:较强的内部一致性、预测效度(与心理健康有关)、收敛效度(与情商有关)、判别效度(与压力感知有关)以及男女之间的测量不变性。我们希望,了解教师对这些因素的看法有助于成功实施计划,从而为将 SEL 纳入主流提供重要的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Measuring teacher beliefs about factors that promote Classroom Social and Emotional Learning (CSEL)

The success of social and emotional learning (SEL) in the classroom hinges on the buy-in of teachers, as they serve as the principal implementers of SEL initiatives. This is particularly relevant in contexts where SEL is nascent and emerging. In response to this need, we developed a scale to measure teachers’ beliefs about factors that promote classroom social and emotional learning (CSEL). We validated the scale in India, where SEL has recently gained attention, on a large sample of teachers (N = 2097). Factor analysis revealed a three-factor structure comprising beliefs about healthy classroom management, inclusive classroom culture and supportive student relationships. The scale demonstrated good psychometric properties: strong internal consistency, predictive validity (with mental well-being), convergent validity (with emotional intelligence), discriminant validity (with perceived stress) and measurement invariance across males and females. We hope that understanding teachers' beliefs on these factors can help inform successful program implementation, and thus offer crucial insights for mainstreaming SEL.

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